Education & Pedagogy

This article describes various research domains employed by Australian special education researchers and outlines significant examples of research studies. Three research priorities are identified that are gaining momentum, international collaborative projects, research with preservice teachers, and greater emphasis on contextual and sociological aspects of educating students with special needs. (Contains references.) (Author/CR)

Contrary to computer advocates' globalism = empowerment rhetoric, the dominant globalization pattern involves relentless commodification of knowledge, skills, and interdependent relationships. Few consider the ecological implications of commodifying (digitizing) leisure, education, health care, or communications. Posing community regeneration questions would foster a more ecologically sustainable understanding. (MLH)

In a three-round Delphi, secondary agriculture teachers and administrators, field staff and agriculture teacher educators (n=31, 33, 29) compiled a list of 102 tasks for early field experiences and student teaching experiences in agricultural education. The list is comprehensive enough for the three states where it was developed and flexible enough for local needs. (SK)

Addresses issues related to the application of learner-centered psychological principles (LCPs) in higher education, specifically, the promotion of self-regulated learning and the importance of examining preservice teachers' beliefs regarding students, learning, and teaching, suggesting learner-centered instructional practices in teacher education courses for the four LCP factors/domains: strategies for learning and thinking, student choices, collaboration, and mastery goal orientation. (SM)

Discusses the historical development of special education in England and France using Michel Foucault's distinction between traditional and effective history. States attitudes and practices relating to difference are culture specific. Concludes that a variety of means should be used in challenging and interpreting other positions taken when examining comparative special education issues. (KDR)

Compares developmental trends, theories, and philosophical perspectives in career and technical education in Europe, the United States, and Taiwan. Describes the European model as based on social action and workplace reform, the U.S./Taiwanese model as focused on human resource development and economic growth. (Contains 21 references.) (SK)

Interviews with a sample of 11 adult education faculty and administrators and survey responses from 78 of 131 adult education programs were analyzed. Graduate program integration significantly affected student enrollment. Integration, responsiveness to change, and leadership significantly predicted variance in faculty growth. (Contains 30 references.) (SK)

States that debates regarding the future of science education in the United Kingdom have been ongoing for 20 years in professional organizations, principally the Association for Science Education and other interested parties, such as the Nuffield Foundation. Concludes teachers must respond to the statutory curriculum and assessment agenda. (BT)

Argues that identity and language issues are a powerful influence on education politics and policies in Switzerland. Uses the introduction of second language instruction as a case study to illustrate why and how education policy reflects Switzerland's cultural, linguistic diversity, and the strong local and regional identities of its citizens. (CAJ)

A survey of 34 British headteachers, 25 deputy headteachers, and 49 other educators found the most popular form of professional development was short-course provision, the most requested topic for professional development was performance management, and the majority believed professional development should be special education needs-specific. (Contains references.) (CR)

Social learning theory and situated learning were reflected in the discourse of British adult students in a childcare/early childhood education course. They attached considerable importance to placement experiences and had concerns about the theory-practice gap and the quality of placement support. (Contains 51 references.) (SK)

Focus groups and questionnaires elicited responses from new lecturers in British further/higher education indicating that they were more involved in survival under constraints than in professional practice. Conditions work against development of communities of practice. They have similar expectations of learners but higher education lecturers were more oriented to research than those in further education. (Contains 28 references.) (SK)

Explores the rapid growth of academic examinations in physical education (PE) and sports studies. Considers if such growth represents a new orthodoxy rather than merely a consensus of thought and practice among PE teachers. Concludes that the increase results from the academicization and professionalism of PE and qualifies as an orthodoxy. (PAL)

States research shows collaboration among schools and external partners enhances student learning under certain conditions. Addresses reservations about collaborating, emerging trends and cautions, an alternative view of collaboration, and the impact of future changes in music education on collaboration. Describes a model music education collaboration in Atlanta (Georgia). (PAL)

Describes the complex functioning of decision making in relation to legal, administrative, planning, and financial matters in Germany, examining the current increase of privatization of higher education and the ensuring legal and financial problem, and discussing the introduction of new funding schemes based on performance indicators which augur major changes in the legal status and management structure of higher education. (SM)